PHYSICS: PHYSICS: Learning outcomes and CompetencesLearning outcomes and Competences

Radu ConstantinescuRadu ConstantinescuFaculty of Physics, University of Craiova, RomaniaFaculty of Physics, University of Craiova, Romania

E-mails: E-mails: rconsta@central.ucv.ro; ; rconsta@yahoo.com

European priorities in the school educationEuropean priorities in the school education (http://ec.europa.eu/education/lifelong-learning-policy/doc64_en.htm)(http://ec.europa.eu/education/lifelong-learning-policy/doc64_en.htm)

EU realities:EU realities: 25% of young people under the age of 15 attain the lowest level of 25% of young people under the age of 15 attain the lowest level of proficiency in reading; proficiency in reading; 15% of young people aged 18-24 leave school prematurely;15% of young people aged 18-24 leave school prematurely; 78% of 22-year-olds have completed their upper secondary education; 78% of 22-year-olds have completed their upper secondary education; the interest in subjects as science and mathematics is low.the interest in subjects as science and mathematics is low.

Education ministers from EU Member States have set themselves four Education ministers from EU Member States have set themselves four priorities to work on to improve national school systems:priorities to work on to improve national school systems: teacher education, teacher education, accent on the following key competences: language learning, ICT, accent on the following key competences: language learning, ICT, mathematics, science and technology, mathematics, science and technology, development of a lifelong learning system development of a lifelong learning system social inclusion through education.social inclusion through education.

Schools should provide the Schools should provide the essential competences: knowledge, skills essential competences: knowledge, skills and attitudesand attitudes

EQF - a framework for co-operationEQF - a framework for co-operation ( (http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm)http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm)

EQF consists of three main elements:EQF consists of three main elements:

A structure of 8 levels referring to learning outcomes.A structure of 8 levels referring to learning outcomes.

• AA range of tools and instruments: an integrated European credit range of tools and instruments: an integrated European credit transfer and accumulation system for lifelong learning, the Europass transfer and accumulation system for lifelong learning, the Europass instrument, the Ploteus database on learning opportunities.instrument, the Ploteus database on learning opportunities.

• AA set of common principles and procedures providing guidelines set of common principles and procedures providing guidelines for co-operation between stakeholders at different levels – in for co-operation between stakeholders at different levels – in particular focussing on quality assurance, validation, guidance and particular focussing on quality assurance, validation, guidance and key competenceskey competences (knowledge, skills and attitudes) (knowledge, skills and attitudes)..

Level Knowledge Skills Competence

Level 1 Basic knowledge carry out simple tasks work or study under direct supervision

Level 2 Basic factual knowledge use relevant information and solve routine problems

work or study under supervision with some autonomy

Level 3Facts, principles, processes and general concepts,

accomplish tasks and solve problems by selecting and applying basic methods,

take responsibility for completion of tasks in work or study; adapt own behaviour to circumstances in solving problems

Level 4

Factual and theoretical knowledge in broad contexts within a field of work or study

a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities

Level 5[

Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge

a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems

exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others

Descriptors defining levels in the EQF

Towards a Common European Towards a Common European Framework in Teaching PhysicsFramework in Teaching Physics

Teaching quality is mainly associated with the creation of generic competences (e.g. Teaching quality is mainly associated with the creation of generic competences (e.g. teamwork, communication skills) and with the general organisation of studies. teamwork, communication skills) and with the general organisation of studies.

The national frameworks for physics should not give prescriptions at the level of The national frameworks for physics should not give prescriptions at the level of detailed curricula. They should provide only a very general idea of the content. detailed curricula. They should provide only a very general idea of the content.

There were many steps & projects trying to propose There were many steps & projects trying to propose the level of physics knowledge the level of physics knowledge and skills considered as sufficient to and skills considered as sufficient to establish a common framework establish a common framework across Europeacross Europe::

- - EUPENEUPEN (EUropean Physics Education Network), (EUropean Physics Education Network),

- - STEPSSTEPS and and STEPS TWOSTEPS TWO Projects. Projects.

- - TUNINGTUNING Project - produced Project - produced Reference Points for the Design and Delivery of Degree Reference Points for the Design and Delivery of Degree Programmes in PhysicsProgrammes in Physics..

Generic Competences in PhysicsGeneric Competences in Physics

Teachers Perspective Graduates Perspective Employers Perspective

1. Basic knowledge in the field2. Capacity for analysis and

synthesis3. Capacity to learn4. Creativity5. Applying knowledge in

practice6. Adaptability7. Critical and self critical

abilities8. Research skills9. Interdisciplinarity

1. Capacity for analysis and synthesis

2. Problem solving3. Capacity to learn4. Applying

knowledge in practice

5. Creativity

1. Capacity for analysis and synthesis

2. Problem solving3. Capacity to learn4. Applying knowledge

in practice5. Teamwork

Structure of an Integrated Physics Structure of an Integrated Physics CurriculaCurricula

STRUCTURE:STRUCTURE:

Mechanics & Thermodynamics (10%-40%Mechanics & Thermodynamics (10%-40%))Classical mechanics, Thermodynamics and kinetic theory, Classical mechanics, Thermodynamics and kinetic theory, Special relativity, Special relativity, Advanced classical mechanics, Background to quantum mechanics.Advanced classical mechanics, Background to quantum mechanics.  

Optics & Electromagnetism (20%-40%Optics & Electromagnetism (20%-40%))Oscillations & waves, Basic optics, Electromagnetism, Advanced Electrodynamics Oscillations & waves, Basic optics, Electromagnetism, Advanced Electrodynamics and Opticsand Optics

Quantum Physics (20%-40 %)Quantum Physics (20%-40 %)Quantum mechanics, Statistical mechanics, Solid state Quantum mechanics, Statistical mechanics, Solid state physics, Atomic, nuclear and physics, Atomic, nuclear and particle physicsparticle physics,,

MAIN ACTIVITIES:MAIN ACTIVITIES:

Experimental/laboratory (20%-40%)Experimental/laboratory (20%-40%)Laboratory work (20%-30%), Project work (10%-20%)Laboratory work (20%-30%), Project work (10%-20%)

Mathematics & computing (20%-40%)Mathematics & computing (20%-40%)Mathematics, IT skills & ModellingMathematics, IT skills & Modelling

Optional topics (0%-40%)Optional topics (0%-40%)A minor subject (or subjects) either related to Physics or totally unrelated.A minor subject (or subjects) either related to Physics or totally unrelated.

Main objectives in teaching PhysicsMain objectives in teaching Physics

Experimental & laboratory work

Project work Mathematics & computing Optional topics

20-30 % 10-20 % 20-40 % 0-40 %

Plan an experimental investigation;

Use apparatus to acquire data;

Analyse data; report the results Understand how

regulatory issues such as health and safety influence scientific experimentation and observation.

The objectives of such project work will include most of the following:investigation of a physics-based problemplanning, and operation of an investigationestablishment of co-operative working practices with colleaguesdesign, assembly and testing of equipment or software

MathematicsTrigonometric and complex numbersCalculus to the level of multiple integrals; solution of linear ordinary and partial differential equationsVectors to the level of div, grad and curl; MatricesProbability distributionsIT skills & ModellingWord processing packagesData analysis and manipulation packagesProgramming language(s)Modelling of physical systems

A minor subject (or subjects) either related to Physics or totally unrelated. Examples include:ChemistryElectronicsAstronomy & AstrophysicsMedical PhysicsGeophysicsBiophysicsMeteorologyIndustrial Placement or visitsImportant knowledge or skills can be transferred by visiting some companies, research institutes, exhibitions or other places where industrial devices can be seen.

Modern teaching methods in Physics Modern teaching methods in Physics education & student-centered learningeducation & student-centered learning

In the In the STEPS TWO ProjectSTEPS TWO Project - assessment of a selected number of modern teaching - assessment of a selected number of modern teaching methods focused on methods focused on student-centered learning student-centered learning (it(it requires students to be active, requires students to be active, responsible participants in their own learning).responsible participants in their own learning).• a) Problem Based Learning: a) Problem Based Learning: students learn through the exploration of a problem.students learn through the exploration of a problem.

• Students frequently work in small self-directed teams;Students frequently work in small self-directed teams;• The leadership of each group might change on a regular basis;The leadership of each group might change on a regular basis;• The teacher acts as facilitator and resource person;The teacher acts as facilitator and resource person;• The assessment might also involve peer assessment of each member of a The assessment might also involve peer assessment of each member of a

group;group;• Laboratory classes can also be taught by Problem Based Learning.Laboratory classes can also be taught by Problem Based Learning.

• b) Project Based Learning: b) Project Based Learning: supposes assignment or task that involve an extended supposes assignment or task that involve an extended (usually) library or Internet based documentation and then some form of reporting. (usually) library or Internet based documentation and then some form of reporting.

Other Student Centred Learning MethodsOther Student Centred Learning Methods

Example 1:Example 1: Peer instructionPeer instruction is a student-centred learning approach which is a student-centred learning approach which involves students discussing and debating answers to conceptual questions involves students discussing and debating answers to conceptual questions with one another. Usually an interactive voting system is employed to with one another. Usually an interactive voting system is employed to capture and analyze students’ responses to the questions before and after capture and analyze students’ responses to the questions before and after the debate. the debate.

Example 2Example 2: : Just-in-Time Teaching (JiTT) - Just-in-Time Teaching (JiTT) - a student–led approach, a student–led approach, where the content of teaching sessions is decided at the last minute, and is where the content of teaching sessions is decided at the last minute, and is based upon the results of on-line assignments which students complete a based upon the results of on-line assignments which students complete a few hours before the start of the session.few hours before the start of the session.

Thank you !Thank you !